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Direct linkMartoccio, Alyssa – Language Teaching Research, 2018
This study examined the effectiveness of explicit instruction and feedback, focusing on degrees of prior knowledge of the personal "a" in intermediate level second language (L2) Spanish. On the pretest, participants (n = 58) completed grammaticality judgment and picture description tasks, which found that learners had different degrees…
Descriptors: Second Language Learning, Second Language Instruction, Spanish, Teaching Methods
Hinenoya, Kimiko; Lyster, Roy – Language Teaching Research, 2015
The present study investigated the effects of instruction on the use of the definite article "the" by Japanese learners of English by implementing two instructional treatments that varied in the extent to which they emphasized identifiability and accessibility. One instructional treatment, referred to as the traditional (TR) treatment,…
Descriptors: Japanese, Native Speakers, English (Second Language), Second Language Learning
Dias de Oliveira Santos, Victor – Language Teaching Research, 2015
Knowledge of lexical items is arguably the most essential aspect of being able to communicate in a foreign language (Richards, 2000). Many studies have examined effective strategies for retaining the meaning of foreign words, but studies investigating the effectiveness of different methods for the retention of essential grammatical features of…
Descriptors: Color, Imagery, Second Language Learning, Second Language Instruction
Lado, Beatriz; Bowden, Harriet Wood; Stafford, Catherine A; Sanz, Cristina – Language Teaching Research, 2014
The current study compared the effectiveness of computer-delivered task-essential practice coupled with feedback consisting of (1) negative evidence with metalinguistic information (NE+MI) or (2) negative evidence without metalinguistic information (NE-MI) in promoting absolute beginners' (n = 58) initial learning of aspects of Latin…
Descriptors: Second Language Learning, Accuracy, Morphology (Languages), Syntax
Henshaw, Florencia – Language Teaching Research, 2012
Proponents of Processing Instruction (VanPatten, 2005) claim that learners benefit most when presented with both referential and affective structured input activities. Following a classic pretest-posttest design, the present study investigates the role of these two types of activities on the learning of the Spanish subjunctive. Groups differed…
Descriptors: Pretests Posttests, Scores, Spanish, Spanish Speaking
Akakura, Motoko – Language Teaching Research, 2012
This study examined the effectiveness of explicit instruction on second language (L2) learners' implicit and explicit knowledge of English. Explicit instruction on the generic and non-generic use of English articles was delivered by CALL activities. Four tasks assessed acquisition: elicited imitation, oral production, grammaticality judgement, and…
Descriptors: Instructional Effectiveness, English (Second Language), Second Language Learning, Second Language Instruction
